Innovative approaches to professional development: Exploring the interplay between Technological Pedagogical Content Knowledge (TPACK), teachers’ motivation, engagement, and teachers’ professional development

Shuhan Liu; Aynur Kesen Mutlu

Authors

Shuhan Liu Xi’an International University, China (Corresponding author)
Aynur Kesen Mutlu Istanbul Medipol University, Turkey

Keywords:

Professional development, Technological Pedagogical Content Knowledge (TPACK), Teachers’ motivation, Teachers’ engagement, Technology-enhanced learning

Agencies: General Project of the “14th Five-Year Plan” for Education Science in Shaanxi Province in 2024 (Grant Numbers: SGH24Y2792, SGH24Y2782); 2024 Annual Planning Project of The China Association for Non-Government Education (School Development Category) (Grant Number: CANFZG24095).

Abstract

This study aimed to explore the relationship between teachers’ technological pedagogical content knowledge (TPCK), teaching English (TEE) motivation, TEE engagement strategies, and professional development. A total of 415 valid questionnaires were collected from teachers across China, with a majority from Shaanxi Province. The data was gathered through a survey conducted online over a two-week period, with the questionnaire being translated and back-translated to ensure linguistic accuracy. Statistical analyses were performed using SPSS (version 27) and AMOS (version 24), including descriptive statistics, correlation, regression, and structural equation modeling (SEM). The findings revealed that teachers with higher levels of TPCK were more likely to exhibit increased motivation for teaching English and adopt more effective engagement strategies, which contributed to their professional development. TPCK was also found to act as a mediator between TEE motivation and TEE engagement strategies, highlighting the role of TPCK in enhancing teachers’ professional growth by improving their teaching practices. These results suggest that strengthening TPCK can positively influence both teacher motivation and engagement, leading to more effective teaching and professional advancement.

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Author Biographies

Shuhan Liu, Xi’an International University, China (Corresponding author)

Shuhan Liu, she earned her Bachelor’s degree from Xi'an International University in 2013. She then pursued a Master's degree in Educational Studies at the University of Glasgow, graduating in 2015. Since joining the faculty at Xi’an International University in 2016, she has published eight research papers. Her research interests lie in the theory and practice of digital learning and English teaching methodologies.

Aynur Kesen Mutlu, Istanbul Medipol University, Turkey

Aynur Kesen Mutlu is an Associate Professor of English Language Education at the Department of English Language Teaching, Istanbul Medipol University, Turkey. She is also the Vice Dean of the Faculty of Education at Istanbul Medipol University. She holds a doctorate degree in English Language Teaching from Çukurova University, Turkey. She teaches undergraduate and graduate courses in teacher education and second/foreign language teaching methodology. Her research focuses on pre-service language teacher education, language teaching methodology, literature and language teaching, positive psychology in language teaching, and language teacher education.

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FUNDING INFORMATION

General Project of the “14th Five-Year Plan” for Education Science in Shaanxi Province in 2024 (Grant Numbers: SGH24Y2792, SGH24Y2782); 2024 Annual Planning Project of The China Association for Non-Government Education (School Development Category) (Grant Number: CANFZG24095).